Group 3. This may be the most difficult to solve. The consultative supervisory style is called for. The group must realize
that it must perform at standard. The author would try to determine why the group is holding back production. He would
Role Play. Have students role play a discussion with group 3 to get members to increase productivity to standard. Analyze
the possible results following the discussion. Would the approach work?
VIDEOS
Hot Seat Videos and Behavior Model Videos are available to be used with this chapter. See separate Instructor
Resources Guide for each type of video.
SKILL BUILDING EXERCISE, SB-11.1
Team Dynamics
NOTE: This exercise is designed for group’s that have worked together for some time. It is difficult to say a set number of
hours, however, a minimum of 5 hours is a guideline. If you selected not to use permanent class groups (discussed in the
beginning of this Instructor’s manual), do not use this exercise. The chapter questions cover the same topics.
Total time (15-30 minutes)
Times can vary considerably. Select a set time, such as 15 minutes for the discussion, procedure 1. If they need more or
less time try to give it to them.
To extend the exercise time, you can have the group’s report how they will improve group structure to the class. You may
want to do this if they finish the discussion and make plans faster than expected.
Skills Assessment of SB 11-1 (No questions in Test Bank)
I don’t know how to objectively assess a persons team dynamics skills by asking a test question. Thus, there are no
questions in the test bank.
SKILL BUILDING EXERCISE, SB-11.2
Group Situational Supervision
Total time (5-50 minutes)
You may select any time length for this exercise. Select a time and option A or B for procedure 2. If you select option B, do
as many of the situations as time permits then give, the class the answers to the situations not covered during class. The
higher the students capability the less time it takes.
To save exercise time on procedure 1 you can do this during a class period prior to doing the exercise. For example, during
the first day of covering the chapter give a lecture which includes going over Exhibit 11.3 Group Situational Supervision
and apply it to situation 1 of the self-learning exercise, which is procedure 1 of the exercise. Then tell the class to do the
other 11 situations for the next class, at which time you will use option A (simply go over the answers) or option B (use
groups of two or three to go over them-followed by giving the recommended answers). If you select to use option B it is
helpful to let the groups do a few at a time, followed by going over the answer. The feedback on how they are doing helps
develop their ability to use the model correctly.
Instructor’s role: Your role is to make sure the students understand how to use the model, and to explain the recommended
answers to them. Stressing the results of using one alternative vs. another helps the students realize the need for situational
supervision.
SB EX 11-2 Recommended Answers and Scoring for Situations 1-12
As with the other situational recommended answers, they are recommended. Do not get bogged down with
disagreements with the recommended answers. If students identify the situations and they match it with the
appropriate supervision, that is fine.
Sit. Development Alternative/style Points
1. D-3 A. S-A 0
B. P 3
C. C 1
D. L 2
2.
D-1 A. S-L 0
B. A 3
C. P 1
D. C 2
3. D-4 A. S-P 2
B. A 1
C. L 3
D. C 0
4. D-2 A. S-P 1
B. A 2
C. L 0
D. C 3
5. D-4 A. S-C 1
B. L 3
C. A 0
D. P 2
6. D-3 A. S-A 0
B. C 2
C. P 3
D. L 1
7. D-1 A. S-A 3
B. L 0
C. P 1
D. C 2
8. D-4 A. S-A 0
B. P 2
C. C 1
D. L 3
9. D-2 A. S-A 1
B. L 0
C. C 3
D. P 2
10. D-3 A. S-L 1
B. C 2
C. P 3
D. A 0
11. D-1 A. S-P 1
B. A 3
C. L 0
D. C 2
12. D-2 A. S-C 3
B. P 2
C. L 0
D. A 1
Skills Assessment SB 11-2 (Questions and Answers also in Test Bank)
There are several multiple choice questions in the test bank application section based on the model and exercise.
There are also four situations similar to the 12 in this exercise are in the test bank and in this skill-building
section because in the business world no one will hand managers multiple-choice questions. When I tell students
to do Situation 1 (Procedure 1), I tell them how they will be tested on the exam, and I go over the answer in the
four-part format below. Students are not allowed to look at the model during the test; they need to know the
model.
A situation will be given (similar to 12 in preparation for the exercise).
Development Level:
Supervisory Style:
Behavior:
Action Taken:
On the Development Level line, the number 1-4 is placed.
On the Supervisory Style line, the name of the management style (autocratic, consultative, participative,
laissez-faire) that is appropriate for the capability is placed.
On the Behavior line the two dimensions of behavior from the model for the management style are listed (high
task/low maintenance, high task/high maintenance, low task/high maintenance, low task/low maintenance).
On the Action Taken line students write the action they would take in the situation, using the management style
behavior they selected. Students should write a statement similar to the a-b-c-d alternative given in the 12
situations in the exercise.
Below are the answers for Situation 1 in the test style that I use:
Development Level: 3
Supervisory Style: Participative
Behavior: Low task/High maintenance
Action Taken: Tell the group how pleased you are with its past performance. Explain the new assignment, but let
them decide how to accomplish it. Be available if they need help. (Note: This is Alternative b.)
I also tell students that if they get the second best alternative, they will be given full credit if they stay
consistent. For example, students may put “4” on the Development level line, participative on the Supervisory
style line, and “High task/High maintenance” on the Behavior line, which represent three different styles. I take
off partial credit for each part that is wrong. The next best answer is 4, Empowerment, Low task/Low
maintenance, “Alternative d.
Grading. I generally make the skill-builder a 10-point question on the exam. I give 2 points for the first three
lines, 4 points for the Action Taken. I give full credit for the first and second best answers if students stay
consistent. I take off 3 or 4 points if they give the wrong answers and stay consistent. If they are not consistent, I
take off 5 or 6 points.
1. Team Situational Supervision. You have taken over as the new manager of a department with employees who
are not performing to the standard level. This is why the prior boss was fired. Employees are interested in doing
a good job and have potential. However, they don’t presently have the skills it takes to do the job to standard, nor
to work together as a team. As a group situational manager, you should: (Fill in the answers on the four lines.)
Development Level:
Supervisory Style:
Behavior:
Action Taken:
Answer –
D-1
Autocratic
Second best answer
D-2
Consultative
High task/high maintenance
2. Team Situational Supervision. You have just taken over a new department. The last boss was known as a
dictator who closely oversaw the group’s performance. The group is producing at the minimal standard rate. The
group can do the job. However, they are not committed to doing a good job or teamwork because of the poor
climate set by the prior boss. As a group situational manager, you should: (Fill in the answers on the four lines.)
Development Level:
Supervisory Style:
Behavior:
Action Taken:
Answer –
D-2
Consultative
Second best answer:
D-3
Participative
3. Team Situational Supervision. Your department is doing a good job. However, you would like to improve the
cohesiveness of the team because some of the members don’t seem to feel as though they are a part of the team.
As a result, they don’t work as hard as they would if they felt included. As a group situational manager, you
should: (Fill in the answers on the four lines.)
Development Level:
Supervisory Style:
Behavior:
Action Taken:
Answer –
D-3
Participative
Second best answer
C-2
Consultative
High task/high maintenance
4. Team Situational Supervision. Your department is one of the top producers in the company. They work as a
team without you. However, lately you realize there is a conflict within the group, but performance has not
dropped due to the conflict. As a group situational manager, you should: (Fill in the answers on the four lines.)
Development Level:
Supervisory Style:
Behavior:
Action Taken:
Answer –
D-4
Laissez-faire
Second best answer
D-3
Participative
Do feel free to make up your own situations and even your own test format.
SKILL BUILDING EXERCISE, SB-11.3
Individual vs. Group Decision Making
Note: The preparation for this exercise is either Application situations 1-10 or the objective case
question 1-10. Assign it prior to the class you plan to use the exercise. And be sure not to go over
the answers before doing this exercise.
Total time (30-50 minutes)
To keep the exercise to 30 minutes only allow 20 minutes for procedures 1 and 2 and 5 minutes
each for procedure 3 and the integration.
Recommended approximate time for a 50-minute period
8:00 Procedure 1 2 minutes
8:02 ” 2 20
8:22 ” 3 5
8:27 Integration 7
8:34 Conclusion 5
8.39 Application 3
8:42 Sharing 8
8:50
Note. If students need more time for procedure 2 give it to them and cut back on the sharing
section.
Answers–
Group Structure, AS-11.1
1. D. Cohesiveness. The group sticks together on its demands.
2. B. Size. Adding employees increases the size of the department.
Roles, AS-11.2
6. B. Maintenance. This is the gate keeper role.
7. A. Task. This is the objective clarifier role.
SKILL BUILDING EXERCISE, SB-11.4
Deciding Which Situational Supervisory Problem Solving and Decision Making Style to Use
Video
The video has module 11, Problem Solving and Decision Making. In the script the MC briefly
explains how to use Situational Problem Solving and Decision Making Model. He applies the
model to determine which style to use in determining who to promote to a supervisory position.
In the video neither Joel nor Wendy is selected. The four supervisory styles are illustrated
through skits to show students the type of directive and/or supportive behavior used with each
style.
Video Exercise Answers:
Scene 1. C. Participative (S-P)
Scene 2. A. Autocratic (S-A)
Scene 3. B. Consultative (S-C)
Scene 4. D. Laissez-faire (S-L)
In Class Exercise Ideas and answers
Total Time (10-50 minutes)
To keep the time to 10 minutes just give the students the answers. You can select any length of
time, and cover as many situations a time permits.
Recommended Time for a 50-minute period
8:00 Procedure 1. 8 minutes
8:08 “ 2. 20 “
8:28 “ 3. 18 “
8:46 Conclusion 1 “
8:47 Application 3 “
8:50
Note. Times can vary from class to class. If they need more time give it to them and cut back on
the number of situations covered, give them the answers to the situations not covered in class.
Recommended answers AND scoring to the ten situations SB 13.31
1. S-C. yes: time, S-A OR S-C: information, S-A OR S-C: acceptance, SC: capability. Use a
2. S-A. yes: time, S-A: information, S-A: acceptance, S-A: capability.
3. S-P. yes: time, S-P: information, S-P OR S-C: acceptance, S-L OR S-P: capability. Use the
4. S-L. yes: time, S-L OR S-P: information, S-A: acceptance, S-L: capability. Capability takes
5. S-C. yes: time, S-A: information, S-C OR S-P: acceptance, S-C: capability. In this situation a
6. S-P. yes: time, S-P OR S-C: information, S-L OR S-P: acceptance, S-C: maturity. Acceptance
7. S-A. no: time. When there is no time, time takes precedence over the other variables. 3
8. S-A. yes: time, S-A: information, S-A: acceptance, S-P: capability. Information takes
9. S-P. yes: time, S-P: information, S-P: acceptance, S-P: capability.
10. S-L. yes: time, S-L: information, S-L: acceptance, S-L: capability.
In this situation acceptance is critical to meeting the contract. If employees make the decision
Skills Assessment of SB 13-3 (Questions and Answers also in Test Bank)
There are several multiple choice questions in the test bank primarily in the application skills section. There are
also four situations similar to the 10 situations in this exercise are in the test bank and this skill-building section.
However, they are not multiple-choice questions because in the business world no one will hand managers
multiple-choice questions. When I tell student to do Situation 2 (Procedure 3), I tell them how they will be
tested on the exam, and I go over the answer in the format below. Reading the exam instructions following the
situation is very helpful to students to understand what to expect on the exam. Students are not allowed to look
at the model during the test; they need to know the model. I make them list the four variables (time, information,
acceptance, and capability).
A situation will be given (similar to the 10 in Skill-Building Exercise 13-3): I ask students to set up the variables
like this (The lines will not appear if you use the computer test bank.)
Variables:
_____ 1. ____________________ _____ 2. ________________________
_____3. ____________________ _____ 4. _________________________
Management Style
Action :
Variables: Write the numbers 1 to 4. To the right of the four numbers students are to write the four variables
(time, information, acceptance, and capability). To the left of the four numbers students are to write yes or no for
1, and to write S1A, S2C, S3P, and/or S4L from the model that represent the style to use based on the variable
for 2-4.
On the Management Style line students write the autocratic, consultative, participative, or laissez-faire style is
written that is appropriate for the situation.
On the Action line students write how the decision would be made. Students are not making the decision, just
stating the decision style and how the decision will be made.
Below are the answers for Situation 2 in the test format I use:
Yes 1. Time S1A 2. Information
S1A 3. Acceptance S1A 4. Capability
Management Style: Autocratic (S1A)
Action : Select the three employees to be laid off without input from employees.
I also tell students that they will be given full credit if they select the second best style and they stay consistent.
For example, if they select a style that is not written on any line, they are in error. Or, if the action is not
consistent with the style selected, they are in error. In Situation 2, consultative is the second best style. The
manager could consult employees for information by asking if anyone wants to be laid off.
Grading: I generally make the skill-builder exam question worth 10 points. I give them 1 point for listing each
of the four variables correctly (4 points), and 3 points for the style and action taken (6 points). I give full credit if
they give the first or second best answer and stay consistent. I generally take off 3 or 4 points if they are
consistent but list the third or fourth best answer. I take off 5 or 6 points if they are not consistent. I do not grade
the style listed for each of the four variables; I’m concerned with the final answer. Students may put two styles
on variable line such as S1A-S2C or S3P-S4E.
1. Situational Decision-Making. As the supervisor you have to make a decision on disciplinary action. An
employee has broken a rule again, after being told not to do so. The employee did not have a good reason for
breaking the rule the first time, but you took no action then.
Instructions: Variables: Write the numbers 1 to 4. To the right of the four numbers, write the four variables. To
the left of the four numbers, write the answers to each variable from the model that represent the style to use
based on the variable. On the Management Style line, write the style that is appropriate for the situation. On the
Action line, write how the decision would be made. You are not making the decision, just stating the decision
style and how the decision will be made.
Variables:
Management Style:
Action:
Answer –
S3P-S4L 3. Acceptance
S1A 4. Capability
Autocratic
Second best answer
One of four variables must have S2C.
Consultative
Allowing the employee input into the discipline and making the decision is not appropriate.
2. Situational Decision-Making. You are being promoted from a supervisory job to a middle- management
position in two weeks. You have been given the authority to hire your replacement from your department before
moving on. You have two fairly equal candidates who want to be promoted to management.
Instructions: Variables: Write the numbers 1 to 4. To the right of the four numbers, write the four variables. To
the left of the four numbers, write the answers to each variable from the model that represent the style to use
based on the variable. On the Management Style line, write the style that is appropriate for the situation. On the
Action line, write how the decision would be made. You are not making the decision, just stating the decision
style and how the decision will be made.
Variables:
Management Style
Action:
Answer –
S1A 3. Acceptance (They really have no choice)
S3P-S4L 4. Capability
Consultative
Tell the two candidates they are being considered for the supervisory position. Set up interviews with both of
Second best answer
One of four variables must have S1A.
Autocratic
Having a meeting with both candidates and discussing who should get the promotion can result in hurt feelings,
3. Situational Decision-Making. Your secretary’s computer works OK but is getting old, and you have money in
the budget to replace it. You selected the last computer before the secretary started the job. The secretary has
never purchased a computer before. You haven’t been keeping up with the latest innovations and are not sure of
what make, model, or features to get. The secretary has been doing an excellent job.
Instructions: Variables: Write the numbers 1 to 4. To the right of the four numbers, write the four variables. To
the left of the four numbers, write the answers to each variable from the model that represent the style to use
based on the variable. On the Management Style line, write the style that is appropriate for the situation. On the
Action line, write out how the decision would be made. You are not making the decision, just stating the decision
style and how the decision will be made.
Variables:
Management Style:
Action:
SOLUTION:
S3P 3. Acceptance
Participative
Ask the secretary to get information on the various possible computers to buy. Have the secretary present the
Second best answer
Consultative
Ask the secretary to get information on the various possible computers to buy. Have the secretary present the
4. Situational Decision-Making. You are the chairperson of a committee that is charged with recommending ways
to improve interdepartmental communications. There are members, all managers, from the seven departments in
the organization. You are basically providing no leadership. The group works well together as it makes decisions
by consensus. You have accepted a promotion, which requires you to transfer to a new location in one week.
Therefore, you can no longer be on the committee. You have been asked to select your replacement as chair of
the committee. You really don’t know who would want the position, and you believe that any one of the
members would do a good job.
Instructions: Variables: Write the numbers 1 to 4. To the right of the four numbers, write out the four
variables. To the left of the four numbers, write the answers to each variable from the model that represent the
style to use based on the variable. On the Management Style line, write the style that is appropriate for the
situation. On the Action Taken line, write out how the decision would be made. You are not making the decision,
just stating the decision style and how the decision will be made.
Variables:
Management Style:
Action:
Answer-
S3P-S4L 3. Acceptance
S3P-S4L 4. Capability
Laissez-fair.
Call a meeting stating that the agenda item will be to select a new chair. During the meeting let
Second best answer
Participative
Call a meeting stating that the agenda item will be to select a new chair. During the meeting, let
Do feel free to make up your own situations and even your own test format.